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------=_NextPart_01C82825.40F4B8A0 Content-Location: file:///C:/9E69C637/WFPAPresentation2007_files/master17.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C82825.40F4B8A0 Content-Location: file:///C:/9E69C637/WFPAPresentation2007_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C82825.40F4B8A0 Content-Location: file:///C:/9E69C637/WFPAPresentation2007_files/slide0001.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" 21st Century Vision for sustainable Forestry
1
A 21st Century Vision for Sustainable Forestry
Higher Education Trends<= /span>
B. Bru= ce Bare, Dean
Colleg= e of Forest Resources
Univer= sity of Washington
Seattl= e, WA     98195-2100
WFPA Annual Meetin= g -- November 15, 2007
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Changes Effecting the Fut= ure
<= span style=3D'color:#330033;mso-color-index:3'>nParadigm shift in natural resource management =
nProfessional graduate education as an outgrowth of, and linked to, undergraduate education
<= span class=3DHBB style=3D'position:absolute;left:-4.12%;top:.1em'>nNew <= span style=3D'color:#330033;mso-color-index:3'>agenda for graduate education in 21st Century
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3
Shifting Management Philos= ophy
n<= u>20th Century
n<= u>Agricultural Model
n<= u>Utilitarian foundation
n<= u>Output oriented
n<= u>Stand level
n<= u>Timber primacy (sustained yield)
n<= u>Multiple use
<= span style=3D'color:#330033;mso-color-index:3'>nFundamental research
n<= u>21st Century
n<= u>Ecosystem Model
n<= u>Biocentric orientation
n<= u>State oriented
n<= u>Landscape view
n<= u>Multi-resource (sustainability)
n<= u>Integrated use
<= span style=3D'color:#330033;mso-color-index:3'>nIntegrative research
Paradi= gm  -- philosophical and theoretical framework of a scientific school or discipline within which theories, law= s, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framew= ork of any kind  (Merriam-Webster online dictionary)
Philos= opher of science Thomas Kuhn gave this word its contemporary meaning when he adopt= ed it to refer to the set of practices that define a scientific discipline during a particular period of time. Kuhn defines a scientific paradigm as= :
wha= t is to be observed and scrutinized,
the ki= nd of questions that are supposed to be asked and probed for answers in relation to this subject,
how= these questions are to be structured,
how= the results of scientific investigations should be interpreted.
Altern= atively, the Oxford English Dictionary defines paradigm as "A pattern or model, an exemplar". Thus an additional component of Kuhn's definition of para= digm is:
how= is an experiment to be conducted, and what equipment is available to con= duct the experiment.

Paradi= gm shifts tend to be most dramatic in sciences that appear to be stable and mature, as i= n physics at the end of the 19th century. At that time, physics seemed to be a discipline filling in the last few details of a largely worked-out system= . In 1900, Lord Kelvin famously stated, "There is nothing new to be discovered in physics now. All that remains is more and more precise measurement." Five years later, Albert Einstein published his paper = on special relativity, which challenged the very simple set of rules laid down by

In = The Structure of Scientific Revolutions (1962), Kuhn wrote that "Successive transition from one paradigm to another via revolution is the usual developmental pattern of mature science." (p.12) Kuhn's idea was its= elf revolutionary in its time, as it caused a major change in the way that ac= ademics talk about science. Thus, it caused or was itself part of a "paradigm shift" in the history and sociology of science.
Philos= ophers and historians of science, including Kuhn himself, ultimately accepted a modi= fied version of Kuhn's model, which synthesizes his original view with the gradualist model that preceded it. Kuhn's original model is now generally seen as too limited.

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4
Why a Paradigm Shift?
nChangi= ng societal<= span style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bidi-font-famil= y: "Times New Roman";color:#330033;mso-color-index:3'> values of a growing and urbanizing population <= /span>
nGrowin= g awareness= of the= ecological and <= /span>environmental implications of climate change
<= span style=3D'color:#330033;mso-color-index:3'>nConcern over loss of biodiversity in managed forest= s, invasives= , endangered species, wildfire, water, and forest health (insects and = diseases)
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5
Why a Paradigm Shift?
nRecogn= ition that we live on a human dominated= planet where man greatly influences ecosystems in a complex fashi= on over many dimensions and scales and has <= span style=3D'position:absolute;top:80.64%;left:3.94%;width:83.62%;height:19.35= %'>done so for many years
<= span class=3DBB style=3D'position:absolute;left:-3.98%;top:.1em'>nEcosystems do not attain a stable equilibrium but, instead, are open systems always in flux =
nBoth <= /span>natural and man-caused disturbances play a= significant role in ecosystem health
n
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6
21st Century Environment
n=
<= span style=3D'color:#330033;mso-color-index:3'>nReducing the risk of forest loss may replace productivity as the principal concern of managers and policy makers
<= span style=3D'mso-special-format:bullet;color:#B2B2B2;mso-color-index:7;positio= n: absolute;left:-3.92%;top:.1em;font-family:Wingdings;font-size:90%'>nIncreasing the resiliency of our forests so they are sustainable will grow more important
<= span style=3D'mso-special-format:bullet;color:#B2B2B2;mso-color-index:7;positio= n: absolute;left:-3.94%;top:.1em;font-family:Wingdings;font-size:90%'>nSuggests that education must change = to keep pace so we continue to educate the future leaders we will need
Adapti= ve management through information exchange wherein forest practitioners work more close= ly with forest researchers.
Transn= ational collaboration as well as transdisciplinary collaboration may be required.=

The No= rthwest Environmental Forum is being designed as a collaborative meeting and work space to bring together decision makers and stakeholders to apply scienti= fic and policy information to address critical environmental and natural reso= urce management issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real estate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Dec= ision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentation and data visualization technologies, and groupware. Clients will be able to compare ideas and alternative solutions, better understand and weigh trade-offs, and move toward resolution of complex issues.
Col= laborative Analysis. Scientists and policy staff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to participate directly and use advanc= ed analysis and data displays and sophisticated information modeling tools.<= /font>
Inf= ormation Repository. Complex projects need access to multiple databases and ot= her information that often exist at dispersed locations. By providing on-line access to information, the Forum will be a centralized information access site to enable teams and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientis= ts and policy makers to question, analyze, and identify potential solutions.=
Edu= cational Observatory. Forum space will have access for classroom interaction a= nd student participation and work. Virtual access to environmental and natur= al resources projects will provide teaching, research, and project opportunities. Collaborative work by participants will afford new learning space and opportunities for innovative teaching and research applications= .
Res= earch Aimed at Long-Term Solutions. The collaborative working partnership will integ= rate knowledge into political deliberations. Information gaps and research nee= ds for future decisions will be identified. Research and teaching opportunit= ies will quickly emerge.



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7
Changes Effecting Educati= on
<= span style=3D'color:#330033;mso-color-index:3'>nParadigm shift in natural resource management =
nProfessional graduate education as an outgrowth of, and linked to, undergraduate education
<= span class=3DHBB style=3D'position:absolute;left:-4.12%;top:.1em'>nNew <= span style=3D'color:#330033;mso-color-index:3'>agenda for graduate education in 21st Century
n
<= span style=3D'visibility:hidden'>n
<= span style=3D'visibility:hidden'>n
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8
Forestry Higher Education=
= nBasic undergraduate education in forestry started at Yale at beginning of 20th Century
nFollowed the agricultural model (mensuration, fire prote= ction, timber harvesting, economics, silviculture, soils, etc.)
nHeavy empha= sis on te= chnical field skills for entry-level positions
<= span style=3D'font-size:86%'>nUsually well structured<= /span> programs (few electives)
nCurriculum content heavily influenced by employers and = accrediting= bodies
Adapti= ve management through information exchange wherein forest practitioners work more close= ly with forest researchers.
Transn= ational collaboration as well as transdisciplinary collaboration may be required.=

The No= rthwest Environmental Forum is being designed as a collaborative meeting and work space to bring together decision makers and stakeholders to apply scienti= fic and policy information to address critical environmental and natural reso= urce management issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real estate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Dec= ision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentation and data visualization technologies, and groupware. Clients will be able to compare ideas and alternative solutions, better understand and weigh trade-offs, and move toward resolution of complex issues.
Col= laborative Analysis. Scientists and policy staff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to participate directly and use advanc= ed analysis and data displays and sophisticated information modeling tools.<= /font>
Inf= ormation Repository. Complex projects need access to multiple databases and ot= her information that often exist at dispersed locations. By providing on-line access to information, the Forum will be a centralized information access site to enable teams and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientis= ts and policy makers to question, analyze, and identify potential solutions.=
Edu= cational Observatory. Forum space will have access for classroom interaction a= nd student participation and work. Virtual access to environmental and natur= al resources projects will provide teaching, research, and project opportunities. Collaborative work by participants will afford new learning space and opportunities for innovative teaching and research applications= .
Res= earch Aimed at Long-Term Solutions. The collaborative working partnership will integ= rate knowledge into political deliberations. Information gaps and research nee= ds for future decisions will be identified. Research and teaching opportunit= ies will quickly emerge.



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9
Forestry Higher Education=
nAlthough basic undergraduate forestry education served society well= during most of the 20th Century, most forestry scho= ols are changing= their curricula to meet the new challenges of the 21st Century
Adapti= ve management through information exchange wherein forest practitioners work more close= ly with forest researchers.
Transn= ational collaboration as well as transdisciplinary collaboration may be required.=

The No= rthwest Environmental Forum is being designed as a collaborative meeting and work space to bring together decision makers and stakeholders to apply scienti= fic and policy information to address critical environmental and natural reso= urce management issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real estate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Dec= ision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentation and data visualization technologies, and groupware. Clients will be able to compare ideas and alternative solutions, better understand and weigh trade-offs, and move toward resolution of complex issues.
Col= laborative Analysis. Scientists and policy staff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to participate directly and use advanc= ed analysis and data displays and sophisticated information modeling tools.<= /font>
Inf= ormation Repository. Complex projects need access to multiple databases and ot= her information that often exist at dispersed locations. By providing on-line access to information, the Forum will be a centralized information access site to enable teams and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientis= ts and policy makers to question, analyze, and identify potential solutions.=
Edu= cational Observatory. Forum space will have access for classroom interaction a= nd student participation and work. Virtual access to environmental and natur= al resources projects will provide teaching, research, and project opportunities. Collaborative work by participants will afford new learning space and opportunities for innovative teaching and research applications= .
Res= earch Aimed at Long-Term Solutions. The collaborative working partnership will integ= rate knowledge into political deliberations. Information gaps and research nee= ds for future decisions will be identified. Research and teaching opportunit= ies will quickly emerge.



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10
Forestry Higher Education=
<= span style=3D'color:#330033;mso-color-index:3'>nImportant to a 21st Century education are:
<= span style=3D'color:#330033;mso-color-index:3'>nEducate as team member, problem solver, and integrator of information =
nStress concepts, principles, and theories over facts (social, ecological, and economic)
<= span class=3DB1B style=3D'position:absolute;left:-3.66%;top:.3em'>nReduce specialization at undergraduate level
<= span class=3DB1B style=3D'position:absolute;left:-3.63%;top:.3em'>nPrepare students for post-graduate educa= tion (if desired) and a future of constant<= span style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bidi-font-famil= y: "Times New Roman"'> learning
<= span class=3DB1B style=3D'position:absolute;left:-4.0%;top:.3em'>nInclude global perspective throughout the = educational process
n
Adapti= ve management through information exchange wherein forest practitioners work more close= ly with forest researchers.
Transn= ational collaboration as well as transdisciplinary collaboration may be required.=

The No= rthwest Environmental Forum is being designed as a collaborative meeting and work space to bring together decision makers and stakeholders to apply scienti= fic and policy information to address critical environmental and natural reso= urce management issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real estate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Dec= ision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentation and data visualization technologies, and groupware. Clients will be able to compare ideas and alternative solutions, better understand and weigh trade-offs, and move toward resolution of complex issues.
Col= laborative Analysis. Scientists and policy staff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to participate directly and use advanc= ed analysis and data displays and sophisticated information modeling tools.<= /font>
Inf= ormation Repository. Complex projects need access to multiple databases and ot= her information that often exist at dispersed locations. By providing on-line access to information, the Forum will be a centralized information access site to enable teams and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientis= ts and policy makers to question, analyze, and identify potential solutions.=
Edu= cational Observatory. Forum space will have access for classroom interaction a= nd student participation and work. Virtual access to environmental and natur= al resources projects will provide teaching, research, and project opportunities. Collaborative work by participants will afford new learning space and opportunities for innovative teaching and research applications= .
Res= earch Aimed at Long-Term Solutions. The collaborative working partnership will integ= rate knowledge into political deliberations. Information gaps and research nee= ds for future decisions will be identified. Research and teaching opportunit= ies will quickly emerge.



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11
Forestry Higher Education=
n
nProvide a broad science-based undergraduate education followed (possibl= y) by a professional Master’s education
nIncorp= orate new technologies into the curriculum
nDevelo= p more distance learning professional Master’s mod= ules for time/place bound students
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Changes Effecting Educati= on
<= span style=3D'color:#330033;mso-color-index:3'>nParadigm shift in natural resource management =
nProfessional graduate education as an outgrowth of, and linked to, undergraduate education
<= span class=3DHBB style=3D'position:absolute;left:-4.76%;top:.1em'>nNew <= span style=3D'color:#330033;mso-color-index:3'>agenda for educati= on in 21st Century
n
<= span style=3D'visibility:hidden'>n
<= span style=3D'visibility:hidden'>n
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13
Future Educational Mission
nTo discover an= d understand<= /span> ecosystem processes, develop new approaches for the use<= span style=3D'font-size:96%'> and protection = of natural resources a= nd environmental  services, and understand human behavior and decisions about natural resources
R= 26;
•Source: Don DeHa= yes, President, NAPFSC, 2004
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14
McIntire-Stennis Strategic Plan
nMajor components<= /span> =
<= span style=3D'font-size:85%;color:#330033;mso-color-index:3'>nFoundation<= /span> areas of knowledg= e
<= span style=3D'font-size:85%;color:#330033;mso-color-index:3'>nEmerging and integrative= areas of knowledg= e
<= span style=3D'font-size:87%;color:#330033;mso-color-index:3'>nNew science of integration
<= span style=3D'font-size:87%;color:#330033;mso-color-index:3'>nForest ecosystem services
<= span style=3D'font-size:87%;color:#330033;mso-color-index:3'>nHuman attitudes and behavior
<= span style=3D'font-size:87%;color:#330033;mso-color-index:3'>nConflict, uncertai= nty and decision-making
<= span style=3D'font-size:87%;color:#330033;mso-color-index:3'>nTechnology advance= ments and forest applications
<= span style=3D'font-size:87%'>nNew applications f= or forest products
<= span style=3D'font-size:87%'>nUrban ecosystems&#= 13;
n        = ;        Source: Sustaining Healthy and Productive Forests, NAUFRP, 2007
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15
Emerging Areas
nLandscape analysis
nSpatial analysis and= information management
nWatershed science and planning
nForest ecosystem health and restoration= 3;
<= span style=3D'font-size:86%;color:#330033;mso-color-index:3'>nRisk= analysis (ecological and economic components)
nBio-resources science and engineering
nSource: National Graduate Education Needs and Priorities, NAPFSC, 2003
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16
Education in 21st=  Century
nIntegrate s= ocial and ecological issues holistically
nMaintain disciplinary depth while= also providing a  = greater breadth
nUnderstand how to = accept rapid change in an uncertain world =
<= span style=3D'font-size:86%;color:#330033;mso-color-index:3'>nCollaborate= in an interdisciplina= ry environment <= /span>
<= span style=3D'font-size:86%'>nSupport development= of a new science of = sustainability<= /u> to integrate <= /span>ecological<= /span> and economic approaches in a socially acceptable manner
= n =
= n =
= n
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The End
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Pa= radigm  -- philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framework of any kind  (Merriam-Webster online dictionary)
Philosopher of science Thomas Kuhn gave this word its contemporary meaning when he <= /span>adopted it to refer to the set of practices that d= efine a scientific discipline during a particular period of time. Kuhn defines a scientific paradigm as:
what is to be observed and scrutinized,
th= e kind of questions that are supposed to be asked and probed for answ= ers in relation to this subject,
how these questions are to be structured,
how the results of scientific investigations should be interpreted.
how is an experiment to be conducted, and what e= quipment is available to conduct the experimen= t.
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Pa= radigm shifts tend to be most dramatic in sciences that appear to be stable and mature, as in physics at the end of the 19th century. At that time, phy= sics seemed to be a discipline filling in = the last few details of a largely worked-out system. In 1900, Lord Kelvin famously stated, "There is nothing new to be discovered in physics now. Al= l that remains is more and more precise meas= urement." Five years later, Albert Einstein published his paper on special relativity, which chall= enged the very simple set of rules laid down by
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In= The Structure of Scientific Revolutions (1962)<= /i>, Kuhn wrote that "Successive transition from= one paradigm to another via revolution is the usual developmental pattern of mature science." (p.12) Kuhn's idea was itself revolutionary in its time, as it caused= a major change in the way that academic= s talk about science. Thus, it caused or was itself part of a "paradigm shift" in the history and sociol= ogy of science.
Ph= ilosophers and historians of science, including Kuhn himself, ultimately accepted a modified version of Kuhn's model, whi= ch synthesizes his original view with the gradualist model that preceded it. Kuhn's original model is now generall= y seen as too limited.
Ad= aptive management through information exchange wherein forest practitioners work = more closely with forest researchers. = ;
Tr= ansnational collaboration as well as transdisciplinary collaboration may be required.&= #13;
&#= 13;
The Northwest Environmental Forum is being designed as a collaborative meeting= and work space to bring together decision makers and stakeholders to apply scientific and policy information to addr= ess critical environmental and natural resource manage= ment issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real est= ate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Decision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentat= ion and data visualization technologies, and groupware. Clients will be able to compare ideas and alternat= ive solutions, better understand and weigh trade-offs, and move toward resolution of complex issues. = ;
Collaborative Analysis. Scientists and policy s= taff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to particip= ate directly and use advanced analysis an= d data displays and sophisticated information modeling tools.
Information Repository. Complex projects need access to multiple databases and other information that often exist at dispersed locations. By provid= ing on-line access to information, the Forum will be a centralized information access site to enable team= s and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientists and policy makers to question, analyze, and iden= tify potential solutions.
Educational Observatory. Forum space will have access for classroom interaction and student participation and work. Virtual access to environmental and natural resources projects will provide teach= ing, research, and project opportunities. Collaborative work by participants wi= ll afford new learning space and opportu= nities for innovative teaching and research applications.
Research Aimed at Long-Term Solutions. The collaborative working partnership will integrate knowledge into political deliberations. Informatio= n gaps and research needs for future decisions will be identified. Research and teaching opportunities will quickly emerge.
&#= 13;
&#= 13;
Ad= aptive management through information exchange wherein forest practitioners work = more closely with forest researchers. = ;
Tr= ansnational collaboration as well as transdisciplinary collaboration may be required.&= #13;
&#= 13;
The Northwest Environmental Forum is being designed as a collaborative meeting= and work space to bring together decision makers and stakeholders to apply scientific and policy information to addr= ess critical environmental and natural resource manage= ment issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real est= ate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Decision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentat= ion and data visualization technologies, and groupware. Clients will be able to compare ideas and alternat= ive solutions, better understand and weigh trade-offs, and move toward resolution of complex issues. = ;
Collaborative Analysis. Scientists and policy s= taff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to particip= ate directly and use advanced analysis an= d data displays and sophisticated information modeling tools.
Information Repository. Complex projects need access to multiple databases and other information that often exist at dispersed locations. By provid= ing on-line access to information, the Forum will be a centralized information access site to enable team= s and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientists and policy makers to question, analyze, and iden= tify potential solutions.
Educational Observatory. Forum space will have access for classroom interaction and student participation and work. Virtual access to environmental and natural resources projects will provide teach= ing, research, and project opportunities. Collaborative work by participants wi= ll afford new learning space and opportu= nities for innovative teaching and research applications.
Research Aimed at Long-Term Solutions. The collaborative working partnership will integrate knowledge into political deliberations. Informatio= n gaps and research needs for future decisions will be identified. Research and teaching opportunities will quickly emerge.
&#= 13;
&#= 13;
Ad= aptive management through information exchange wherein forest practitioners work = more closely with forest researchers. = ;
Tr= ansnational collaboration as well as transdisciplinary collaboration may be required.&= #13;
&#= 13;
The Northwest Environmental Forum is being designed as a collaborative meeting= and work space to bring together decision makers and stakeholders to apply scientific and policy information to addr= ess critical environmental and natural resource manage= ment issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real est= ate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Decision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentat= ion and data visualization technologies, and groupware. Clients will be able to compare ideas and alternat= ive solutions, better understand and weigh trade-offs, and move toward resolution of complex issues. = ;
Collaborative Analysis. Scientists and policy s= taff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to particip= ate directly and use advanced analysis an= d data displays and sophisticated information modeling tools.
Information Repository. Complex projects need access to multiple databases and other information that often exist at dispersed locations. By provid= ing on-line access to information, the Forum will be a centralized information access site to enable team= s and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientists and policy makers to question, analyze, and iden= tify potential solutions.
Educational Observatory. Forum space will have access for classroom interaction and student participation and work. Virtual access to environmental and natural resources projects will provide teach= ing, research, and project opportunities. Collaborative work by participants wi= ll afford new learning space and opportu= nities for innovative teaching and research applications.
Research Aimed at Long-Term Solutions. The collaborative working partnership will integrate knowledge into political deliberations. Informatio= n gaps and research needs for future decisions will be identified. Research and teaching opportunities will quickly emerge.
&#= 13;
&#= 13;
Ad= aptive management through information exchange wherein forest practitioners work = more closely with forest researchers. = ;
Tr= ansnational collaboration as well as transdisciplinary collaboration may be required.&= #13;
&#= 13;
The Northwest Environmental Forum is being designed as a collaborative meeting= and work space to bring together decision makers and stakeholders to apply scientific and policy information to addr= ess critical environmental and natural resource manage= ment issues. Potential users will include resource and environmental agencies; energy, forest, agriculture, and real est= ate interests; and land conservancies, environmental groups, tribes, and NGOs. Five core functions describe the Forum:
Decision Making. Stakeholders and decision makers can discuss complex and often contentious issues in a neutral and science-rich setting. The flexible meeting spaces will support breakthrough discussions with scientists, decision support tools, presentat= ion and data visualization technologies, and groupware. Clients will be able to compare ideas and alternat= ive solutions, better understand and weigh trade-offs, and move toward resolution of complex issues. = ;
Collaborative Analysis. Scientists and policy s= taff will collaborate on research and analytical work that supports decision making. Spaces and tools will be arrayed so workers can organize their ideas and thoughts. Experts from diverse organizations will be able to particip= ate directly and use advanced analysis an= d data displays and sophisticated information modeling tools.
Information Repository. Complex projects need access to multiple databases and other information that often exist at dispersed locations. By provid= ing on-line access to information, the Forum will be a centralized information access site to enable team= s and individuals to acquire, process, and store information. Quick and virtual access to information will enable scientists and policy makers to question, analyze, and iden= tify potential solutions.
Educational Observatory. Forum space will have access for classroom interaction and student participation and work. Virtual access to environmental and natural resources projects will provide teach= ing, research, and project opportunities. Collaborative work by participants wi= ll afford new learning space and opportu= nities for innovative teaching and research applications.
Research Aimed at Long-Term Solutions. The collaborative working partnership will integrate knowledge into political deliberations. Informatio= n gaps and research needs for future decisions will be identified. Research and teaching opportunities will quickly emerge.
&#= 13;
&#= 13;
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